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Chapter One   Introduction 

1.1 Research Background  
With  the  rapid  development  of  the  international  communication,  English  is  becoming more and more important in the world, and it is widely used in many fields in China. With the implementation  of  the  reform  and  opening-up  policy  and  China’s  entry  of  WTO,  China  has become  the  world’s  second  largest  economy.  Therefore,  as  an  international  communicative tool, English plays a significant role in the international exchange and cooperation for China. It is well known that English is learned as a compulsory subject in senior high schools. According  to  the  National  English  Curricular  Standards  for  Common  Senior  High  School (2011), promoting students’ writing ability is considered as one of the most important goals in English teaching. Writing is regarded as one of the four important skills in English learning process. Zamel has  put  forward  that  “Writing  is  an  important  method  by  which  people  may  explore  their thoughts  in  their  mind”(Zamel,  1982:  197-200).  Therefore,  writing  can  help  students  to develop their mind and stimulate their thinking as well.  Xiao  Jianzhuang  (1997)  has  considered  that  English  writing  has  a  very  high  practical value. Swain has suggested that “Writing helps learners test the syntactic structure of the target and  the  use  of  the  vocabulary,  promote  the  automation  of  language  use,  and  effectively achieve the aim of language acquisition”(Swain, 1995: 57-79). Therefore, English writing is of great value in students’ learning process. The importance of English writing should never be neglected at any time.  
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1.2 Research Significance 
This study is of great significance in both theory and practice aspects. Firstly,  this  study  shares  important  theoretical  significance.  It  will  deepen  people’s understanding  about  the  differences  between  the  schema-based  approach  and  the  traditional teaching  method.  Under  the  guidance  of  the  schema  theory,  the  whole  process  of  English writing  can  be  divided  into  three  phases,  which  are  activating  existing  students’  schemata phase, building up students’ new schemata phase and consolidating students’ schemata phase. The  activating  existing  schemata  phase  is  conducted  to  activate  the  students’  existing schemata  in  order  to  motivate  the  students  to  write.  The  phase  of  building  up  students’  new schemata is designed to help students to build up some new writing schemata. And the main tas本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。